ERIC ED619066: Teaching Competency of Graduate Level Teacher Trainees of Kerala

2020·1.7 MB·English

by  ERIC

Accelerating the world's research.
TEACHING COMPETENCY OF
GRADUATE LEVEL TEACHER
TRAINEES OF KERALA
International Res Jour Managt Socio Human
isara solutions
Cite this paper Downloaded from Academia.edu 
Get the citation in MLA, APA, or Chicago styles
Related papers Download a PDF Pack of the best related papers 
Comparative Study of the General Teaching Competency of B.Ed. Trainees of Marathi and Hin…
International Res Jour Managt Socio Human
IMPACT OF LIFE SKILLS EDOCATION AND SOCIAL INTELLIGENCE ON ADOLESCENCE IN CURRENT SCEN…
International Res Jour Managt Socio Human
TEACHER EDUCATION AND GLOBALIZATION
International Res Jour Managt Socio Human
IRJMSH Vol 11 Issue 5 [Year 2020] ISSN 2277 – 9809 (0nline) 2348–9359 (Print)

TEACHING COMPETENCY OF GRADUATE LEVEL TEACHER TRAINEES OF
KERALA
Dr. Bindusha K
Post-Doctoral Fellow
Department of Education
University of Kerala
&
Dr. Bindu D
Assistant Professor
Department of Education
University of Kerala

Abstract: In all education system, the performance of teachers is one of the handfuls of factors
determining school effectiveness and learning outcomes. This paper intended to understand the
teaching competency of graduate level teacher trainees of Kerala. Main objectives of this study
are to compare the teaching competency level of graduate level teacher trainees in terms of their
locality, type of management of their institution and qualification of the trainees. 150 graduate
level teacher trainees from Thiruvanthapuram district is selected as sample for the study. Data
were collected by using teaching competency scale prepared by the investigator with the help of
supervising teacher. The data were analysed by t-test. The result of the data revealed that the
there is no significant difference in the teaching competency level of graduate level teacher
trainees in terms of locality and qualification of the trainees. In the case of type of management
of the institution there is significant difference is seen in the level of teaching competency of
graduate level teacher trainees.

INTRODUCTION
Teaching is a process, which usually takes place in the classroom situations. It is more of
a formal process. In the classroom situations, we see that the teacher has something in his mind
and he wants to convey it to the students. Competency is equipping the teacher with adequate
knowledge and ideas to begin with profession career. Competency is the demonstration of
knowledge skills and attitudes required to perform a given task or act. Teaching competency is
the skill, ability and capabilities possessed by the teacher so as to make the teaching-learning
environment effective and productive thereby realizing the full potential of teacher as well as
students and in turn achieving the goals of education (Sekar 2016).
Teaching practice is undoubtedly one of the most important factors in the pre-service
teacher training. This practice aims to develop teacher competencies by enabling them to teach in
different classes at the school, to understand the curriculum of the field, to evaluate textbooks, to
make measurement and evaluation, to share the experiences of the teaching practice with their
friends and their professors. A teacher who is equipped with the knowledge, skills and attitudes
required by the teaching profession, has also gained various experiences with activity practices in
International Research Journal of Management Sociology & Humanity ( IRJMSH ) Page 148
www.irjmsh.com
IRJMSH Vol 11 Issue 5 [Year 2020] ISSN 2277 – 9809 (0nline) 2348–9359 (Print)

the real school environment. A Graduate level teachers are the pre service teachers known to
have limited teaching experience and, thus, should receive full training on teacher professional
experience; a teaching practicum. Such training should be mentored by a professional with more
teaching experience to ensure that pre-service teachers obtain the ability to craft a lesson plan,
manage a classroom and get along with other colleagues (Hudson & McRobbie, 2004; Roehrig,
Kruse & Kern, 2007). Besides, mentoring can also help pre-service teachers to reflect and
identify rooms for improvement of their potentials (Khlib-ngoen & Nillapun, 2013). Mentoring
can improve self-confidence and communication skills as well (Chesler, Single, & Mikic, 2003;
Liang, Tracy, Taylor, & Williams, 2002; McGuire & Reger, 2003).
Teaching competency:
Competency is a term used extensively by different people in different contexts; hence, it
is defined in different ways. Teacher education and job performance are two contexts in which
this term is used. Competencies are the requirements of a “competency-based” teacher education
and include the knowledge, skills and values a teacher-trainee must demonstrate for successful
completion of a teacher education programme.( Housten 1987).
Some characteristics of a competency are as follows:
1. A competency consists of one or more skills whose mastery would enable the attainment of
the competency.
2. A competency is linked to all three of the domains under which performance can be assessed:
knowledge, skills and attitude.
3. Possessing a performance dimension, competencies are observable and demonstrable. 4.
Since competencies are observable, they are also measurable. It is possible to assess a
competency from a teacher’s performance. Teaching competencies may require equal amounts of
knowledge, skill and attitude, but some will not. Some competencies may involve more
knowledge than skill or attitude, whereas, some competencies may be more skill or performance
based.
According to Rama (1979) defines teacher competency as “the ability of a teacher
manifested through a set of overt teacher classroom behaviors which is a resultant of the
interaction between the presage and the product variables of teaching within a social setting”.

NEED AND SIGNIFICANCE OF THE STUDY
In National Policy on Education (1986) expected a lot from the teachers by putting a
remarkable confidence and responsibility on them, since it boldly opined, “no people can rise
above the level of its teachers”. The National Curriculum Framework (2009) has described in
secondary teacher education, “the training of teachers happens in narrow, intellectually poor
environments that are severed from ground realities as well as the aims of education they
advocate. Here the competency in teaching is equipping the teacher with adequate knowledge
and ideas to begin with profession career and transformation of inborn or innate qualities and
concealed or hidden strength of the individual. The graduate level teacher trainees have to
identify the requisite skills, knowledge, competences and strategies to teach education. For that
International Research Journal of Management Sociology & Humanity ( IRJMSH ) Page 149
www.irjmsh.com
IRJMSH Vol 11 Issue 5 [Year 2020] ISSN 2277 – 9809 (0nline) 2348–9359 (Print)

the teacher trainees should equip with such skills, knowledge and competency then a complete
transformation will be possible. Being very thoughtful of the above significance, the investigator
prepared his mind to study the teaching competency of graduate level teacher trainees of Kerala.
OBJECTIVES OF THE STUDY
1. To compare the teaching competency level of graduate level teacher trainees of Kerala in
terms of their Locality
a. Urban
b. Rural
2. To compare the teaching competency level of graduate level teacher trainees of Kerala in
terms of type of institution
a. Government
b. Self- financing
3. To compare the teaching competency level of graduate level teacher trainees of Kerala in
terms of qualification
a. Graduation
b. Post-graduation
METHODOLOGY
Method:
The investigator adopted survey method for the study
Sample:
The investigator has used stratified random sampling technique for collecting the data.
The stratification has made on the basis of locality of graduate level teacher trainees, type of
college, and qualification of graduate level teacher trainees. The sample consists of 150 B.Ed.
teacher trainees from Government colleges and self-financing colleges in Thiruvananthapuram
Districts of Kerala.
Tools used for the study:
Teaching Competency Scale (prepared and standardized by the investigator and the
supervising teacher) is used. This tool contains 70 items, each item being a statement followed
by a five point scale: excellent, very good, good, satisfactory and need improvement. The
investigator has studied the attributes of a good teacher and has framed a scale to measure the
teaching competency of the teacher in eight dimensions namely preparation of lesson template,
introduction to the lesson, Development of lesson, technology integration, teacher behavior,
Classroom management, closure of the lesson and Evaluation and assessment.
ANALYSIS AND INTERPRETATION OF THE DATA
In order to compare the teaching competency of graduate level teacher trainees of Kerala
in terms of Locality, Type of management of institution and qualification of the trainees are
analyzed by t-test. The data and the results are discussed in the following tables.
Comparison of teaching competency of graduate level teacher trainees in terms of Locality is
discussed in table 1

International Research Journal of Management Sociology & Humanity ( IRJMSH ) Page 150
www.irjmsh.com
IRJMSH Vol 11 Issue 5 [Year 2020] ISSN 2277 – 9809 (0nline) 2348–9359 (Print)

Table 1 Comparison of teaching competency of graduate level teacher trainees in terms of
Locality

Teaching Locality N Mean SD t- value
competency Urban 115 99.83 15.49 0.017<1.96
0.017
Rural 35 97.56 14.50 Not significant

Table-1 reveals that there is no significant difference between urban and rural area
graduate level teacher trainees in their teaching competency in terms of preparation of lesson
template, introduction to the lesson, Development of lesson, technology integration, teacher
behavior, Classroom management, closure of the lesson and Evaluation and assessment. as the
calculated t-values 0.017, are lesser than the table value 1.96 at 0.05 percentage of significance
level.
Comparison of teaching competency of graduate level teacher trainees in terms of type of
management of institution is given in table 2
Table 2 Comparison of teaching competency of graduate level teacher trainees in terms of
type of management of Institution

Type of N Mean SD t- value
Teaching management 3.508>1.96
competency Government 26 68.65 8.37 significant
3.508
Self-financing 124 65.23 10.83

Table-2 shows that there is significant difference between Govt. College and Self-
financing college graduate level teacher trainees in their efficacy in teaching. As the calculated
t-value is 3.508 which is greater than that of the table value 1.96 at five percent level of
significance. While comparing the mean scores government college teacher trainees are better
than that of self-financing college teacher trainees in terms of their teaching competency.

Comparison of teaching competency of graduate level teacher trainees in terms of qualification
of the teacher trainees are discussed in table 3
Table 3 Comparison of teaching competency of graduate level teacher trainees in terms of
qualification of the teacher trainees

Qualification N Mean SD t- value
Teaching Graduation 128 67.85 10.35 0.033<1.96
competency 0.033 Not significant
Post graduation 22 71.20 10.85

International Research Journal of Management Sociology & Humanity ( IRJMSH ) Page 151
www.irjmsh.com
IRJMSH Vol 11 Issue 5 [Year 2020] ISSN 2277 – 9809 (0nline) 2348–9359 (Print)

Table-3 shows that there is no significant difference in the level of teaching competency in
terms of the qualification of the trainees. . As the calculated t-value is 0.033 which is lesser than
that of the table value 1.96 at five percent level of significance.
From the above analysis of the data, investigator reached into the conclusion that there is
no significant difference in the teaching competency level of graduate level teacher trainees in
terms of locality and Qualification. While the result shows that there is significant difference is
seen in the teaching competency level of teacher trainees in terms of type of management of
institution. Here government college teacher trainees have high teaching competency level than
that of the self-financing trainees.

DISCUSSION AND CONCLUSION
Competence is an underlying characteristic of a person, motives, traits, abilities, aspects
of image or social role, knowledge that a person is able to use. (Spencer & Spencer, 1993)
presented the following concept of competence: it is an ability to perform well in terms of
qualification, skills and knowledge, to have authority to do something, highly qualified
awareness. The present study clearly indicated that the teaching competencies of graduate level
teacher trainees are unique. The above findings of the present study is supported by Jagannadh
(2012) revealed that that there was no significant difference and urban teachers in terms of
teaching competency and attitude towards teaching profession. Jarrar Ahmad and Mohd. Ahmad
Khan (2016) examined that the Government and Private secondary school teachers are differ
significantly on the measure of Teaching Competency.
It is conclude that the B.Ed. college teacher trainees adopt appropriate teaching
techniques, by using effective teaching aids, establish workable rapport with students and
colleagues, attempt to cater to the learners needs given the individual differences as to enhance
their teaching competency.

REFERENCES
Chesler, N. C., Single, P. B., & Mikic, B. (2003). On belay: Peer mentoring and adventure
education for women faculty in engineering. Journal of Engineering Education, 92(3), 257-262.
‐

Hudson, P., & McRobbie, C. (2004). Evaluating a specific mentoring intervention for preservice
teachers of primary science. Action in Teacher Education, 17(2), 7-35.

Jagannadh, Y. V. (2012). Teaching Competency and Attitude towards Teaching Profession of
B.Ed. College Students, International Indexed and Referred Research Journal, 4(38), 65-67.

Jarrar Ahmad, Mohd. Ahmad Khan (2016). A study of teaching competency of secondary school
teachers in relation to their educational qualification, stream and type of school, International
Journal of Applied Research, 2(2):68-72.
International Research Journal of Management Sociology & Humanity ( IRJMSH ) Page 152
www.irjmsh.com